Esther Nyambura
Written by Francis Kamau
During teaching and learning mathematics, it’s vital to let learners know the life application of the concepts they learn; this enhances their interest and motivation. One topic in mathematics that has numerous real-life experiences is the loci. As learners carry out their daily activities and interact with the environment, they come across the application of loci in many instances. This may include opening and closing a door, animal tethering, road marking, land subdivision, use of sprinklers, wall clocks. Locus is also used in engineering, sports and air traffic control.
However, understanding the concept of loci does not come easy to most learners. One reason is that teaching loci has mainly been done theoretically with few innovative activities to visualize the idea. KNEC reports constantly reveal that most students cannot, using a ruler and a pair of compasses, accurately construct and locate the locus of points. Further studies by CEMASTEA frequently indicate that loci are among the mathematics topics considered challenging to teach and learn.
Easy to make innovations for teaching Loci
The mathematics department at CEMASTEA has developed innovative hands-on activities that teachers could use to make loci learning easy. One such innovation is a practical demonstration of the locus at a given distance from a fixed point in two dimensions. In making the innovation, a round groove is made on a flat piece of wood and small nails hammered around at constant spacing (see picture above). A clock hand that can go round is the fixed point at the middle. The ‘clock’ hand represents the ‘given distance’ while the hand fixed at the center represents the ‘fixed point’. When the ‘hand’ is moved around, the ‘path traced’ by the tip of the hand is ‘marked’ by the nails. Learners can also be guided to demonstrate the locus of a point at a given distance from a fixed point in three dimensions. In this case, the centre of the sphere made using the match sticks represents the fixed point, while the tip of the match sticks represents possible locations of the moving point.
In summary, using such simple illustrations, a teacher can make it easy for learners to understand that: the locus of a point at a given distance from a fixed point in two-dimension geometry is a circle whose radius is the distance between the two points. The locus of a point at a given distance from a fixed point in three-dimension geometry is a sphere whose radius is the distance between the two points. The department will develop these innovations and vend them to schools at affordable costs.
Enhancing Graduate Employability: National Conference on Matching Curricula to Labour Market Demands
Written by Philip Rutto, MoE & Thuo Karanja, CEMASTEA
The Ministry of Education, State Department for Post Training and Skills Development (SD-PTSD) hosted a three-day national conference on matching curricula to labour market demands in tertiary education. The conference held from 7th to 9th December 2021 at the Centre for Mathematics, Science and Technology Education in Africa built on the momentum of two previous conferences that the Department organized in 2019 in collaboration with the Linking Industry with Academia Programme Trust. The conference under the theme: Enhancing Graduate Employability provided a platform for government, industry, development partners and the private sector to come together, reflect upon skills mismatch and commit to strengthening the school-to-work transition.
Left to Right, Prof Fatuma Chege, Principal Secretary State Dept. for Implementation of Curriculum Reforms, Mr. Alfred Cheruiyot, Principal Secretary State Department for Post Training and Skills Development, Dr Wanjiru Kariuki, Conference Chair and, Jacinta Akatsa, Director CEMASTEA giving a presser about the conference
During the conference's opening ceremony, Cabinet Secretary for Education Professor George Magoha, represented by Mr Alfred Cheruiyot, Principal Secretary (SD-PTSD), noted that the conference created a unique opportunity to demonstrate commitment to collaborate towards strengthening the school to work transition. The CS called for smooth routes upon which youth would exit from classrooms to places of work and stressed the elimination of barriers that impedes access to employment by graduates.
The conference attracted 150 face to face participants and more than 200 online participants. There were eight thematic areas with 29 presentations and a panel discussion. All presentations were very informative, linking with the theme of the conference. Keynote presenters at the conference included four Principal Secretaries; Mr Alfred Cheruiyot, PS State Department for Post Training and Skills Development; Amb. Simon Nabukwesi, PS, State Department of University Education and Research; Professor Prof. Fatuma Chege, PS State Dept. for Implementation of Curriculum Reforms and Mr Charles T. Sunkuli, PS State Dept. for Youth Affairs, Ministry of ICT Innovation and Youth Affairs. Each of the Principal Secretaries delivered a keynote speech. PS Alfred Cheruiyot noted that “data on unemployment rate stands at 10.4% while labour underutilization rate is at 17.2%, the labour market thus needs more skilled graduates”. He mentioned that the Ministry of Education is developing policies to streamline skills development in training institutions.
Professor Fatuma Chege, while acknowledging the existence of skills gaps, said the country is ripe for a shift in the education system. Her presentation detailed the government's efforts to transition to the Competency-Based Curriculum. In his presentation, Ambassador Nabukwesi noted that universities produce more graduates trained in arts subjects than Science, Engineering, Technology and Mathematics (STEM).
Chief Guest at the closing ceremony Principal Secretary Mr Alfred Cheruiyot noted that while progress had been made since the last conference, including policies and interventions, challenges towards matching curriculum to labour market demands still existed. These included limited resources, changing trends of skills and technology required by the industry that do not match the curricula, and industry reluctance in offering work-based learning opportunities. Director CEMASTEA presented a paper on the title “Developing employability through Science, Technology and Innovation”
Drivers of Change: Source; Alice Vozza, Skills and Lifelong Learning Specialist ILO DWT CO Pretoria
Some of the recommendations from the conference included; the development of a multi-sectoral framework to guide industry and tertiary institutions linkages and collaborative partnerships, the need to incentivize industry and encourage them to take in youth and graduates of tertiary institutions for work-based learning programmes; collaborative research with both industry and tertiary institutions; strengthening the office of career services in tertiary institutions and developing of a graduate tracking and labour management services. In collaboration with other stakeholders, the ministry of education will develop an action plan and a workshop to fast-track the recommendations from the conference.
Group photo of conference participants
Written by Willy Kirui
On Monday, 13th December, CEMASTEA hosted a climate change and environment summit. The event was marked with singing, dancing, recitation of poems and discussion on matters relating to climate change. Five secondary schools, Kenya Inter-University Environmentalists Students Association (KIUESA) members, and four guest speakers participated in the event. Climate Change Action aims to advance the climate change aspects, including resilient, inclusive development approaches with a focus on sustainable poverty eradication and shared prosperity strategies.
Ms Cynthia of CYFUND Africa and Md Angwenyi of British High Commission Climate Change and Environmental Advisor, presents tree seedlings to environmental students who attended the Climate Action Summit at Sugiyama Hall, CEMASTEA
The Keynote speaker during the Summit was Ms Ann Angwenyi, Climate Change and Environmental Adviser at the British High Commissioner. She called on the students to be ambassadors of the change they wanted to see in their community. They could model this by personal activities such as planting trees and sensitising public members against cutting down trees by finding alternatives to fuel. She emphasised embracing renewable energy, investing in hydropower for home and industry. Ms Anita Soina, the founder of the Sonia Foundation that aims to empower the Maasai Community, informed that her organisation had put more effort into educating the young and older people on the need to preserve the environment through arts and entertainment. She encouraged the students that it was not too late to be the environmental warriors and to always advocate for a clean and healthy environment.
Mr Isaac Oindo, an environmentalist at the Young Women Christian Association of Kenya, was glad to have had the opportunity to meet enthusiastic young environmentalists who are eager to preserve the environment for the better. He also urged the students to pursue Environmental Sciences as this could lead to fruitful careers. Ms Modestalyn, Chairperson, Kenya Inter-University Environmentalists Students Association (KIUESA), advised the students to use environmental clubs in high schools as a gateway to improve the environment. CEMASTEA has been at the forefront of promoting sustainable and inclusive development through the Education Sustainable Development (ESD) program. The students and guests attending the summit enjoyed a tour around the ESD projects at the Centre. These included the seedling nursery, organic garden, and sewage treatment site.
Environmental warriors were awarded gift packs of seedlings for planting in their schools. In closing the summit, Ms Cynthia Moses from the Cynthia Foundation Africa (CYFUND) urged the students to uphold and act on what they had learnt during the summit. She looked forward to them influencing other people on the importance of preserving the environment.
Written by John Odhiambo & George Kiruja, CEMASTEA
The 41st UNESCO’s General Conference (GC) was held in Paris, France, from 9th to 24th November 2021 at the UNESCO Headquarters. UNESCO’s General Conference (GC) is the apex decision-making organ of the organization. It comprises all Member States and is held every two years to determine UNESCO's policies and focus areas. In the 41st (GC) attending delegations highlighted the effects of COVID-19 and their post-Covid-19 recovery strategies, challenges being experienced in the education sector and the way forward.
Cabinet Secretary MoE, Prof. George Magoha delivering the Kenya message during the Conference
The Kenya National Commission for UNESCO, KNATCOM, spearheaded the preparations for the Kenyan delegation. Cabinet Secretary Ministry of Education Prof. George Magoha led the Kenyan delegation. Others included members of the National Assembly, the Senate, Principal Secretaries and Officers in government. Mrs Jacinta Akatsa, Director, accompanied by Mr George Kiruja, and Mr John Odhiambo led the team from CEMASTEA. The CS delivered the Kenyan Policy Statement on 15th November. H.E. Santiago Irazabal Mourao, Ambassador, Permanent Delegate of Brazil to UNESCO, was elected as President of the 41st session of the General Conference.
In his speech, CS Magoha congratulated Ms Audrey Azoulay upon her re-election as Director-General of UNESCO and noted that Kenya looked forward to working closely with her during her second term in office. He lauded the Secretariat for the solid support for the Member States during the COVID-19 pandemic. The CS highlighted some areas of concern in education to the Kenya Government. These included; the need for continued collaboration among member states to mitigate the effects of Covid-19 pandemic on education; innovation and coordination to protect and promote education and accelerate progress towards the achievement of SDG4; Kenya’s support to UNESCO’s role in strengthening international scientific cooperation, open science and address the climate crisis and; gender equality. The presentation by UNESCO focused on what quality education should do to humanity where every child, youth and adults fully realize their transformational potential of education as a route for sustainable collective futures. It called for the ‘new social contract for education to repair injustices while transforming the future’.
Dr. Mulambe (centre), Director, Policy, Partnerships & Linkages-MoE),
Director, CEMASTEA, Jacinta Akatsa (left) with other Kenyan Delegates
The Global Education Meeting held on 10th November and Co-chaired by French President Emmanuel Macron, and UNESCO Director-General Audrey Azoulay led to the adoption of the Paris Declaration. Member countries declared their total support of the education agenda and committed to improving investments in education through public and public-private cooperation. The team from CEMASTEA used the opportunity to network with other delegations to acquire ideas to transform CEMASTEA programmes.
Written by Patrick Wanjohi
Food security is one of the most critical sectors of any country. Achieving it requires constant change in producing our food amidst a growing population, especially in urban areas. Rural-urban migration has led to a higher population in urban settings and the demand for more quality food. This paves the way for innovation in food production. The underlying principle is producing more food with fewer resources, including space, water and labour. One such innovation is multi-storey gardens that increase the vertical distance, allowing more plants to grow. CEMASTEA has set vertical gardens to demonstrate the possibility of growing food, guarantee the quality, and reduce living costs through savings on food purchases. The garden can accommodate at least 100 vegetable seedlings to sustain a family unit. Some of the benefits of vertical gardening include;
- Increased production from space maximization.
- Reduced water use
- Reduced labour because there is no weeding required and planting and harvesting are physically more accessible than conventional bending.
- Ability to lure young people into agriculture, especially in urban areas
Vertical gardening can take many forms and can use locally available materials, e.g. waste pipes, gunny bags, containers, among others. One only needs a mechanism to stack the planting media vertically. At CEMASTEA, we have constructed a multi-storey garden and vertical pipes gardens. This can be replicated in schools and communities for more people to adopt the innovative practice and contribute to food security at the household level.
(Left) A photo of the multi-storey garden and (right) vertical gardening with waste pipes
Written by Dr Mungai Njoroge
The Ministry of Education mandates CEMASTEA to provide continuous professional development of teachers in STEM education. Among recent initiatives put in place by CEMASTEA includes mentoring teachers into practitioner authorship. Guided by transformative praxis, the mentoring initiative intends to attain two outputs. Firstly, provide teachers with decolonized spaces for documenting their lived contextual experiences as practitioners and secondly, encourage sharing of lived experiences among practitioners in communities of practice. The transformative praxis initiative by CEMASTEA came at a reasonable time given the many challenges posed to the education sector by the COVID-19 pandemic. As practitioners, teachers have valuable stories to share towards enhancing the teaching and learning process. During the three weeks mentoring experience provided by CEMASTEA, participants shared lived experiences and scholarly pursuits for social change via reflexive research and practice. Some of the stories were handy towards supporting the continuity of learning during the COVID-19 pandemic. CEMASTEA, through the Research & Development Knowledge Management (R&D KM) Department, is in the process of actualizing documentation and sharing of these lived experiences and stories through the establishment of a practitioner journal. The R&D KM department shared this mentorship initiative at The Centre for Leadership & Diversity International Conference, held online from December 10th to 11th, 2021, by the University of Toronto. Conference participants lauded the initiative by CEMASTEA, which was deemed a timely intervention to mitigate the dearth of literature on quality education from sub-Saharan Africa.
Dr. Mungai Njoroge presenting a paper on behalf of CEMASTEA at the CLD Conference – University of Toronto
Written by Njeri Mburu & Winfred Magu
In 2020 CEMASTEA, with support from JICA, started a Collaborative Lesson Research (CLR) Project. Collaborative Lesson Research (CLR) is Teacher Professional Development (TPD) that borrows from the Japanese culture of lesson study. It aims to support teachers' professional learning through classroom collaborative action research. To successfully implement the Project, a team of CEMASTEA national trainers has received training and support from two lesson study experts in mathematics education; Dr Akihiko Takahashi and Professor Fuji in Tokyo. The training objectives included building capacity to demonstrate Teaching Through Problem Solving (TTP); Acquiring skills and knowledge to guide pilot school teachers to design teaching activities for TTP and, the Appreciation of TTP as a process of building learner’s problem-solving skills.
Mr Kuria of Mathematics Dept. CEMASTEA, exchanging ideas with Professor Akihiko Takahashi during a CLR session
Dr Takahashi took the trainers through a common practice by Japanese teachers called “Neriage”. In this practice, the teacher engages learners in a whole-class discussion, encouraging them to express their ideas and listen to other learners’ ideas. The teachers facilitate learners’ conversations to build ideas and correct their misconceptions. During the training, Director, CEMASTEA, stated that the training was timely as knowledge and skills in collaborative research lessons gained would be ploughed into CEMASTEA INSET programmes. She challenged the participating team to cascade the training to the rest of the staff. While the training predominantly focused on CLR in mathematics, a similar programme will be offered for science lessons.
Written by Makanda John & Ann Mumbi, CEMASTEA
The 2021 Strengthening of Mathematics and Science in Secondary Education (SMASSE) course for mathematics and science teachers took place from the 18th -29th October 2021 in all 47 counties. The training theme was enhancing teachers’ competencies in remote learning techniques for effective teaching and learning mathematics and science. By the end of the training, participants were expected to demonstrate skills and competencies, plan and implement lessons online using Microsoft Teams, Google Classroom, virtual laboratories and animations. Further, they were to demonstrate an understanding of Competency-Based Curriculum (CBC) and appreciate the need for continuous Professional Development (PD).
The training was officially opened in all 47 counties by officers from the Ministry of Education and Teachers Service Commission. During the opening ceremony in Nandi County, Chief Guest, County Director Mr Zachary Mutwiri, thanked CEMASTEA for being far-sighted to the need of equipping teachers with current pedagogies and, in particular online ICT skills. He noted that virtual interactions are the new norm and called on participants to embrace and apply knowledge and skills learnt. He added that ICT in schools makes learning more interactive and fun, especially the simulation of real-life situations. Mr Mutwiri observed remote learning would help fill the gap experienced through teacher shortage forced closures of schools brought about by events such as Covid-19. These messages were reiterated in all other 47 countries by the Chief Guests. 
A sample Google Classroom developed by a participant
The training registered success in most counties, with 8,688 STEM teachers participating. Most teachers demonstrated using Microsoft and Google Meet tools to set up, invite participants, conduct synchronous online meetings, and make online presentations. Other vital skills presented included creating and submitting online activities. It is important to note that the teachers will need more practice navigating the online tools for instructional purposes. Some of the challenges observed included low and poor connectivity and the inability to use ICT tools such as mobile phones. Subsequent training will focus on these skills. Officers from the Ministry of Education and Teachers Service Commission monitored and gave valuable input and support throughout the training.
Written by Mary W. Sichangi, Winfred Magu & Gregory Njogu
The Strengthening of Mathematics and Science Education in Africa (SMASE Africa) Association held its 18th Annual Conference on Mathematics, Science and Technology Education in Africa [COMSTEDA 18] from 23rd -25th November 2021. The virtual conference under the theme: Teacher Professional Development in Africa: Knowledge, Skills, Values and Attitudes in Science, Technology, Engineering and Mathematics (STEM) Learning Environments was hosted by the University of Rovuma, Nampula-Mozambique. The conference attracted 58 paper presenters from 11 countries; Botswana, South Africa, Nigeria, Mauritius, Kenya, Namibia, Niger, Mozambique, United Kingdom, Zambia and Uganda.
A screen shot showing participant’s during the conference
During the opening ceremony, Chief Guest, Honourable vice Minister of Education & Human Resource Development-Mozambique, Professor Manuel Bazo, lauded the conference and its intended contribution to STEM education in Africa. He noted that STEM educational disciplines play an integral role in the socio-economic development of African nations. He indicated that the conference was the proper forum to share good practices and innovative teaching approaches. He noted that outcomes could be used to explore new methodologies for learning science, developing and cultivating interest, raising performance, and the motivation to choose courses and professions in STEM. Prof. Cyril Julien, University of Illinois, Urbana-Champaign delivered the keynote speech. CEMASTEA presented three papers; two from the biology department and another by Dr Mercy Macharia of the Chemistry department.
The closing ceremony for the conference was presided over by Dr Benson Banda, President and SMASE – Africa. To ensure an effective learning STEM environment and prepare them to meet the continent's demands, President challenged the participants to balance policy, research, and practice. In her remarks, Executive Secretary SMASE-Africa Mrs Jacinta Akatsa, Director, CEMASTEA, reiterated that the conference provided an opportunity for constructive dialogue on STEM education in Africa. She encouraged more participation, especially on ICT Integration in STEM education. Professor Sarifa Fagilde, Vice President, SMASE-Africa, lauded the Organising committee, the hosting Committee in Mozambique and the SMASE Africa Secretariat for organising such a successful conference. She noted that such partnerships would contribute to Africa’s aspirations to realize quality STEM education and act as a stepping stone towards more scientific and technological innovations. Uganda's Ministry of Education will host the 2022 COMSTEDA 19 conference.
Written by Dan Orero, CEMASTEA & Peter Ndiritu, Mt. Kinangop Girls
Mt. Kinangop Girls’ Secondary held their third Annual Science Week from 1st to 6th November 2021. The theme of the science week was ‘Enhancing Mastery of Content through Practice’. The week was marked with numerous activities designed to provide active learning experiences for the students. These included peer teaching, group discussions, making teaching & learning aid models, symposiums, quick-fire sessions and STEM-based edutainment. Learners were expected to develop skills in communication & collaboration, critical thinking, creativity, problem-solving, and self-efficacy.
During the closing ceremony, the Chief Guest Director CEMASTEA, Mrs Jacinta L. Akatsa, represented by Deputy Director Mrs Lydia Muriithi, affirmed that the knowledge and skills learnt will be helpful beyond school and will make them more adaptable and competitive in future. She was delighted by the demonstration of skills by the learners. She informed the learners that CEMASTEA functions to assist schools in becoming better in STEM education and promoting innovations that solve real-life problems.
In her remarks, senior Principal Mrs Jane N. Njoga noted that we live in an ever-changing world with emerging challenges that require creativity and innovativeness in home-grown solutions. She emphasized the importance of learners aspiring to be scientists to be curious, attentive, and able to do research. In addition, she reiterated that learners should aspire to apply the knowledge learned to solve societal problems. She thanked the teachers for coming up with the noble idea and promised to make the event part of the school culture. CEMASTEA donated a science kit to the school.
Mrs. Lydia Muriithi (left), Deputy Director, CEMASTEA presenting a science kit to Mrs. Jane N. Njoga, Senior Principal Mt. Kinangop Girls’ Secondary during the schools’ Science Week closing ceremony.
